History
BackFlamstead End School – History Curriculum Vision
Intent:
At Flamstead End School, our History Curriculum is structured around our vision, substantive historical concepts, and disciplinary learning. We aim to give children the skills and educational experiences to make sense of the world around them, their place in it and understand how the world has changed over time.
Implementation:
In a history lesson at our school, you will see:
-An enquiry-led approach
- A wide range of high-quality sources being used
- Chronology being actively taught and referred to throughout topics.
In addition to this, substantive concepts are integral themes in history and help to form the building blocks of our curriculum.
Our core substantive concepts are:
- Monarchy
- Trade
- Invasion
- Empire
- Society/ culture
- Inventions/ technology
- Power
- Civilisation
- Settlements/ homes.
They are taught throughout a range of topics allowing for children to build connections, compare differing ages and develop their own historical perspective of the world.
We believe history should be brought to life, inspiring and utilising a pupils’ curiosity. This is part of the reason why we believe in an enquiry-led approach. We use a wide range of sources to help us do this. We use:
- Primary sources
- Secondary sources
- Videos
- Source boxes
- Maps
- Role play
- Theme days
- Museum trips
- Visitors
- Workshops
- A variety of other sources
By giving children access to these experiences, we aim to help them build their disciplinary skills, in addition to their understanding of substantive concepts. We want children to understand how historians work and be able to think like an expert. We make use of a range of sources of evidence, to provide children with the opportunities to grow and hone these skills.
Chronological narrative and sequencing are important to a child’s understanding of history. It is an aspect of history that we believe, should be built up to and revisited often. In Early Years, children learn about their own history, before learning how to compare their own history with others. In KS1, we then look to widen the scope before moving to a mostly chronological curriculum in KS2. We do this with the aim that, by the time a pupil leaves our school, they should have a solid chronological narrative of world history, allowing them to achieve our vision: to make sense of the world around them, their place in it and how the world has changed over time.
To understand the world and your own place in it, we believe that you must understand others too. This gives you a sense of perspective and something to compare with. History is, by its nature, a diverse subject. Our curriculum reflects this, with children studying a range of cultures, significant historical figures from a range of backgrounds and the history of our local area as a comparison. This helps to develop cultural capital, empathy, and a deeper understanding of how the world has changed over time.
Useful Links:
National curriculum in England: history programmes of study - GOV.UK (www.gov.uk)
Key Stage 2 History - Topmarks Search
Games - KS2 History - BBC Bitesize
History Games for Kids Aged 3–11 | Busy Things for families
Why not visit some local historical places?
Hertfordshire Historic Sites & Districts to Visit (Updated 2024) (tripadvisor.co.uk)
Your local library will have a wealth of resources that can aid your child in developing their historical skills too!
What might a history topic look like at Flamstead End?
This page is currently under construction!
The planning phase:
- Teachers use knowledge organisers to refresh or develop their knowledge.
- Teachers use Learning Pathway whilst planning. It informs them of the enquiry questions, concepts taught and structure of the topic.
A Learning pathway example:
Historical Concepts Through the Years
Our core substantive concepts are:
- Monarchy
- Trade
- Invasion
- Empire
- Society/ culture
- Inventions/ technology
- Power
- Civilisation
- Settlements/ homes.
These concepts consistently appear throughout our curriculum. Examples of how the concepts of inventions and technology came up in the learning of Year 2,4 and 6 this term can be found below.
History in EYFS
In Early Years and Foundation Stage teaching at Flamstead End history skills are learnt through:
- Recounting personal memories
- Noticing changes (for example, seasonal changes)
- Reading stories set in the past
- Using language connected with the passing of time
- Role playing
- The celebrating of special occasions and events
- Talking about daily and weekly routines.
Here are some other examples of what History might look like in our Early Year and Foundation Stage classrooms.
Drawing Maps of Cheshunt with Old and New Houses
History Around The School
This page is currently under construction!
Have a look to see some of our learning from EYFS all the way up to Year 6!
Black History Learning Display
Year 1 - How has trasnport changed over time?
Year 2 - How has the way we communicate changed over history?
Year 2 - How has the way we communicate changed over history?
Year 6 - The Islamic Golden Age
Year 6 - The Islamic Golden Age
Year 6 Islamic Golden Age Display Part 1
Year 6 Islamic Golden Age Display Part 2
Roman Workshop Year 3
As part of their Roman topic, year 3 had a Roman Workshop! As the photos show, the children had a lovely day taking parts in lots of role-playing activities and working with sources first hand.
Roman Workshop Costume Examples
Roman Workshop Activity Example
Year 5 Anglo-Saxon Workshop
As part of the Year 5 Anglo Saxon topic, children took part in a workshop in which they were able to learn from a historian, find out what life was like as an Anglo Saxon and experience it. Here are some photos of the fantastic day!
1940's Day
Children had a great workshop, as part of their 1940's World War 2 topic this year. Children played the part of evacuees and took part in activities all day, using fantastic sources from the period and learning from a historian.
Black History Month
We celebrated Black History during the month of November this year. Children had assemblies on the topic and celebrated the achievements of a historically significant black British person. Here are sine examples of the some of the work produced.
Year 6 Septimius Severus Work Example
Year 6 Septimius Severus Work Example
Year 4 'I Have a Dream' Work Example
Year 3 Black History Work Example
Year 3 Black History Work Example
LGBTQ+ History
Who Am I Challenges:
This is a KS2 game. A picture of a famous historical figure is put up around the school. The children have to use their historical knowledge to research, find out who it is and why they might be historically significant. The answers are revealed and discussed in assembly the following week.
The below, are examples of some of the work complete, out of school, by children. They have found out who the mystery person is and about their life.
